Y1 Maths Observation by KD 04.04.2011

8/6/2019 Y1 Maths Observation by KD 04.04.2011

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The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Lesson Observation Proforma

School HFNI Lesson time 10.50Date 4/4/11 Year group Yr 1

Observer: name Karen Draper Number of student numbersrole M F

Trainee teacher Glenn Billingham Student ability

Subject Maths Other adults in the room TA came in ½ an hour inFocus of observation

Time Commentary Evidence to support commentary re learning styles,resources, differentiation, AfL and assessment(This could also include points to consider re moving thetrainee forward)

PlanningYou have put a box for prior learning on your plan like we discussed &referenced Open questioning as well & given yourself a box for next steps.

You have thought about differentiation

Actually fill in the prior learning part! Looking through thechildren’s books, talking to their teacher (I know you have anew member of staff in there but she could have pointed youin the right direction.)

By looking through their maths books I was able to find thatthey had done work on symmetry(so may have been aware of the term half at least) and halves of numbers in January. AFL!(you mention symmetry in your plan as a potential question-‘what do we call a shape that can be split into 2 equal parts?-symmetrical)- this could have been a good starting point if youhad known that they had done symmetry already.

Be careful about how you define your differentiation- by‘quantity of work’ is not really a good enough benchmark for deciding who is attaining average/ above av or below av.

(Working on just halves, halves and quarters, writing thefraction numerically might have been better ways of differentiating)

Starter Good use of strategy to calm the children down (playground hats &listening hats)Showed ch your dominoes box & someone recognised it had a slider lidyou asked ‘How do you know?’Showed ch the dominoes & used the dots to make a number sentence

GOOD! You have remembered to push the children for answers and explanations in their answers.Good modelling of writing a number sentence & good use of



The children had to do mental addition with their dominoAs the ch were putting the dominoes back, 3 children took themselves off to get water.

Someone shouted out

whispery voice to control the class.

Good awareness of whole class, you spoke to the 3 children &brought them back to the lesson.

(The whole class was a bit restless, don’t be afraid to stop &get them to move around & shake it out.)

You reminded them of expectations and asked them what

they should be doing (hands up) Consider using no hands upas a tactic, that would eliminate the calling out a bit more too.

Main activityYou introduced it through the LI & STS on the Learning board, whichhelped a child to say ‘half’ in response to your question about how you hadfolded the square.

You went around the tables and talked to the children and extended one

child by asking if he could show you another way of folding it in half usinganother line of fold. (you were asking him to fold it into ¼ s)

You stopped the whole class with the shaker and reinforced good workingyou had seen, then you modelled the problem of a triangle that was foldedincorrectly (a child had brought it up as a problem.)

11.20- the TA came in and asked you what she was doing…..

You stopped the class again a bit later on, but the children didn’t respond.

Lots of talk about folding- push the relevant voacb as much asyou can throughout the lesson.

You have written about folding shapes into quarters on your plan, but didn’t touch on it in your introduction. Think carefullyabout what you ask the children to do- They had cut their shapes and stuck them in their books, so doing anymore foldson top of the half they had attempted was actually impossible.

Great!! AFL- good use of mini plenaries :O)

Your TA should have known what she was doing before the

children came into school, or certainly before playtime. Thinkabout how you mange support staff in the best way to aid your teaching and the children’s learning. (we’ve talked about thisbefore!)

You reminded the children about your expectations, and gavethem a quick rehearsal to reinforce your expectedresponse :O)



11.25- mini plenary; you used the children’s workGB“what have you done?” ch- “folded them up” “she’s done it like that”

Child 2 “ I folded the shapes in half” (rectangles)

GB “Tell me something else” child was able to & you were able to use theresponses to demonstrate to the class that the chid had reached step 3.

Child 3- you drew out ½ from the child, then went on to say ‘we folded thesquare and it made 2 rectangles, when we folded the circle it made… whocan tell me what we call this shape? (holding up half the circle)

You demonstrated folding a4 paper in half, then in half again, and asked‘how many shapes have I made?’You invited K to draw a line on the shape you asked how many shapesyou had now & K was able to tell you 4

There were lots of references to the folding and sticking thechildren had done. (Think about this- How could you tweak theintroduction to focus more on the learning? You referred to theLI & STS at the beginning, you need to make sure you use thecorrect language throughout your explanation & plenaries &really push the learning you are expecting the children to do.)

AFL! Good use of STS to demonstrate learning.

Be careful, there was lots of talk about making shapes withinshapes when the children folded them in half- this detractedfrom the LI and may have caused someconfusion/misconceptions. The focus of the lesson was ½ and¼ not 2D shapes.

Remember what you are teaching! This is a prime time torepeat all the relevant vocab and push the LI you are teachingeg “X had a whole Square and when they folded it in half

they had 2 equal parts.”

Not shapes!! How many equal parts (when you introducewriting fractions as numbers this will be important- for example¼ will be explained as 1 of 4 equal parts) You have to bespecific, young children need to be told things correctly,otherwise they will remember the wrong things and it cantakes years to iron out misconceptions.

Plenary

You asked the children to colour in half a circle, then ¼ of a square- youwent to the tables and helped some children by saying ‘we’ve made 4shapes’

You then asked the children ‘What have you coloured in on your circle? &the children said ‘one bit’ You asked the class what the word for that one

Plenary provides a good chance for you to reinforce thelearning- remind them that half I ‘one of two equal parts’

Think technical vocab! E.g ‘We have divided this whole shapeinto quarters- what is a quarter? Yes! 1 of 4 equal parts’

You used the chidren’s work to demonstrate this- be careful!



bit is, and with some big clues a few said ‘half’

You then showed another child’s circle and taught that half is 2/4 – you

introduced this idea to the whole class & drew it on the IWB

Many of the examples you used were not showing half of acircle, they were showing 2/3 or something else. Telling me itwas the child’s version of half won’t do- Maths is a specificsubject, there is a very precise definition of a half and you cannot make it up to suit the children you are working with. It wasgood that you didn’t embarrass the children by highlightingtheir error infront of the whole class- and good that you wereusing children’s examples but pick ones that are correct.

Good- extending the children’s learning- but this could havecome earlier in the lesson to extend the more able.Remember to make your drawings big enough for everyone tosee when you are modelling something.

How do you know which step each child in the class hasachieved?Making notes through the lesson is a good way of keeping atrack of interesting things the children say and anyimprovements they make to their understanding in a session.

Annotate your lesson plan as you go.Learning objectives

Learning outcomes (What have the students achieved in this lesson?)

Outstanding Good Satisfactory InadequateProgress All pupils making considerably

better progress than expected.Most pupils make good progressand achieve well.

Most pupils’ progress is at leastsatisfactory.

Many pupils make little or noprogress.

Achievement Achievement is very high inrelation to their capability – goodadded value.

Almost all students achieve wellin relation to baseline data.

Students are generally achievingin line with expectations shownin baseline data.

Most pupils are achieving belowexpectations shown in baselinedata.

As far as child progress is concerned I am awarding this lesson an Unsatisfactory, too many misconceptions taught and only 3 children demonstrated their progress in the session,but have awarded you Satisfactory for all the other elements of the lesson I observed today.

Lesson observation continuation sheet available




Please refer to the full Standards and ‘OfSTED Characteristic of trainees’ when completing the documentation.

SummaryStandardsPlease circle Standards achievedPlease tick Standards working towards

Comment

(This section must be completed)

Subject Knowledge, SK (Professional knowledge)

Q11 Knows the assessment requirements of subject/curriculum

Q12 Knows a range of approaches to assessment

Q13 Knows how to use local and national data toteach/monitor students’ progress

Q14 Possesses a secure knowledge/understandingof subject

Q15 Knows/understands relevant statutory/nonstatutory frameworks

Work in progress

Subject Pedagogy, SP (Professional skills)

Q10 Understands and uses teaching, learning,management and behaviour strategies

Q17 Knows how to use skills in teaching literacy,numeracy and ICT to support their teaching

Q22 Plans for progression across age and abilityranges

You need to do this all the time, we will work on differentiation andtailoring planning for groups of children next term

Q23 Plans opportunities for pupils to developliteracy, numeracy and ICT

Q24 Plans homework to sustain progress/consolidate learning

N/A




Q32 Works effectively as a team member

Q33 Collaborates effectively with colleagues to

support learning

Tell the TA what you want them to do, and what you need them to do

to further the children’s learning and what you need them to observe sothat it furthers your knowledge of what the children have learnt/ beenstuck on etc in that lesson.

SummaryStandardsPlease circle Standards achieved

Please tick Standards working towards

Comment

(This section must be completed)Attitudes, AT (Professional attributes)

Q1 Demonstrates appropriate expectations andcommitment

You were well prepared for your lesson today, but weren’t able todemonstrate the appropriate expectations as you didn’t know where thechildren were at with fractions before you started teaching.

Q2 Demonstrates positive values, attitudes andbehaviour

Q3 Adopts workplace policies and practices

Q4 Communicates effectively with children andother professionals

Q5 Recognises and respects others’ contribution toraising achievement

Q6 Committed to collaboration/co-operativeworking

Q7 Reflects on and improves practice

Q8 Constructively critical creative and innovative You need to start giving the children more constructive criticism and next




Feedback should be given within 48 hours.

Signature

Observer

KD (verbal feedback given on 5/4/11 whilst helping Glenn toplan his next Maths lesson for his observation)

Date 6/4/11




Lesson observation continuation sheet

Time Commentary Evidence to support commentary re learning styles,resources, differentiation, AfL and assessment(This could also include points to consider re moving thetrainee forward)

Y1 Maths Observation by KD 04.04.2011

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Transcript of Y1 Maths Observation by KD 04.04.2011